Grade Textbooks Research Articles

Analysis of Sociology Textbook for Grade XI: Srikandi Empat Curriculum 2013 Revision

This research aims to analyze the Sociology textbook for Grade XI, Curriculum 2013 Revised Edition, published by Srikandi Empat. The analysis covers aspects such as content, content presentation, language aspects, and graphical aspects of the book. The results of this analysis meet the criteria set by Minister of Education and Culture Regulation Number 8 of 2016. However, there are still some shortcomings in the book cover, back cover, spine, title page, and language aspects. Nevertheless, in terms of content and content presentation, it complies with the regulations in force and does not affect the content of the book. This research adopts a qualitative approach with content analysis method. The analysis is conducted with reference to Minister of Education and Culture Regulation Number 8 of 2016, including the book cover, introduction, content, conclusion, and student activity content. As a recommendation, the author suggests improving the illustration images to make them more colorful and visually appealing.

Psychological Aspects of the Formation of Value Orientations of Teenagers in the Process of Teaching the Subject “Kazakh Language”

The article discusses the psychological aspects of the formation of value orientations in the process of teaching the Kazakh language to teenagers. On this basis, in the course of the study, an analysis of the Kazakh language textbooks of grades 5–7 is carried out and the quantity and quality of educational materials in terms of forming values are analyzed. The Kazakh and Turkish language textbooks of grades 5–7 are compared as well. The idea is substantiated that the age of adolescence is crucial from the point of view of the formation of value orientation since these years are formative and determining in the life of a personality, consequently, it is important for the school and family to actively participate in the process of upbriniging and education of a child. In this regard, the article is devoted to a comprehensive and comparative study of educational materials, in particular, textbooks on native language subjects of grades 5–7 in Kazakh and Turkish schools in terms of content, educative value, formative potential. The authors comes to the conclusion that within the framework of topics studied in grades 5–7 in Kazakh and Turkish lessons, there is a high probability of forming learners’ value systems with the need to take into account the content, emotional and behavioral components and methodologically appropriate development of tasks for text and audiovisual materials.

Development of Critical Thinking Skills among Secondary School Science Students: An Analysis of Chemistry Textbook Grade IX (2020)

This study focuses on a Chemistry textbook for grade IX to determine how effective it is at fostering critical thinking skills in students. The researchers did a qualitative content analysis using NVivo 12 software, and they picked the textbook with purposive sampling. It was found that the textbook does a good job of promoting critical thinking through different strategies. It encourages inquiry and questioning, relates abstract concepts to real-life applications, prompts students to compare and contrast ideas, promotes problem-solving, talks about the history behind scientific concepts, and addresses misconceptions. At the end of every topic are "Test Yourself" sections that ask thought provoking questions meant to challenge students' analytical thinking. Relating chemical concepts to real-world situations fosters critical thinking by connecting abstract with concrete knowledge. Lastly, there are lots of examples and problems for students to work through which helps them apply what they know while developing problem-solving abilities too.

Biology Textbook Grade X (2020): Analysis for the Development of Higher Order Thinking Skills among Secondary School Science Students

This study explores the development of higher-order thinking skills (HOTs) in secondary school students through a qualitative content analysis of a Biology textbook grade X (2020). The analysis was done using software called NVivo 12, and the book was chosen through purposeful sampling. The results showed that the textbook uses various strategies to develop critical thinking, such as practical activities, experiments, analytical questions, real-world applications, and open-ended problem-solving questions. Practical activities and experiments help students apply their theoretical understanding to actual problems. Analytical questions make students think critically by making them analyze data and explain complicated relationships between biological concepts. Real-world applications show students how scientific knowledge is used every day so they can evaluate scientific advancement more critically. Open-ended questions challenge students to use what they have learned to solve new problems and come up with unique answers.

The level of inclusion of twenty-first-century skills in the mathematics textbook for the second grade of secondary school in the Kingdom of Saudi Arabia

هدفت الدراسة إلى التعرف على مستوى تضمين مهارات القرن الحادي والعشرين في كتاب الرياضيات الصف الثاني الثانوي في المملكة العربية السعودية، ومعرفة الفروق الإحصائية بين المعلمين والمعلمات حول توفر مهارات القرن الحادي والعشرين في كتاب الرياضيات الصف الثاني الثانوي، باختلاف متغيري (المؤهل العلمي، سنوات الخبرة). وقد استخدمت الباحثة المنهج الوصفي المسحي، والاستبانة كأداة؛ تكونت من (45)، عبارة موزعة على أربعة محاور: مهارات الإبداع والابتكار ومهارات الحوار والاتصال والتواصل ومهارات الثقافة في العصر الرقمي ومهارات المهنة والحياة، وتم اختيار عينة عشوائية بسيطة من مجتمع الدراسة، وتكونت عينة الدراسة من (89)معلما ومعلمة الرياضيات للمرحلة الثانوية، وبينت نتائج البحث ما يأتي: أن درجة توفر مهارات القرن الحادي والعشرين في كتاب الرياضيات الصف الثاني الثانوي جاءت بدرجة متوسطة، عدم وجود فروق ذات دلالة إحصائية عند مستوى 0.05 فأقل بين إجابات المعلمين والمعلمات حول توفر مهارات القرن الحادي والعشرين في كتاب الرياضيات الصف الثاني الثانوي تعزى إلى متغير (سنوات الخبرة)، ووجود فروق ذات دلالة إحصائية عند مستوى 0.05 فأقل بين إجابات المعلمين والمعلمات حول توفر مهارات القرن الحادي والعشرين في كتاب الرياضيات الصف الثاني الثانوي تعزى إلى متغير المؤهل؛ ولصالح الدكتوراه.

Can programming support mathematics learning? An analysis of Swedish lower secondary textbooks

In the wake of the present inclusion of programming in mathematics education, which is a feature of curricular revisions in many countries, we have analysed newly inserted programming activities in mathematics textbooks. The aim was to investigate how such activities relate to and potentially affect students’ opportunities to learn mathematics. Data consist of Swedish textbooks for grades 7–9 (ages 13–15) intended for mathematics classes, where all units labelled as or including programming activities were analysed. Concerning the relation between mathematics and programming, our results show that in the intricate balance between teaching mathematics on the one hand and teaching programming on the other hand, the textbooks seem to lean towards the latter, thus not greatly contributing with mathematical learning opportunities. We see a dominance of mathematics as a context for programming, rather than programming as a tool for learning mathematics. The lack of exploration and rare occurrence of novel mathematics in the programming activities implies a weak relationship between mathematics and programming.

Environmental Content as a Part of Science-Oriented Sustainable Development Goals in Grades 6 and 7 of Slovenian Primary School: An Analysis of Science Textbooks

Slovenian science education in Grades 6 and 7 (11- and 12-year-old students) of primary school focuses on the integration of various science subjects. According to the current Slovenian science curriculum, environmental concepts, as a part of science-oriented sustainable development goals, are an integral part of the subject of science. In 2026, a new science curriculum will be introduced in the education system to provide students and teachers with competences for sustainable development. Consequently, the aim of this study is 1) to analyse old (valid prior to the 2010/2011 school year) and current 6th and 7th-grade Slovenian science curriculum for primary school from an environmental and sustainability perspective, and 2) to investigate textual and pictorial material of four 6th grade and four 7th grade textbooks available for students in the current school year (2023/24) of primary school, that relate to environmental content, as well as their overall structure. The analysis of the textbooks showed that all textbooks explain some environmental topics recommended by the national curriculum. The text is supported by pictorial elements that present phenomena with realistic pictures on the macrolevel. The present study suggests that some environmental content is present in 6th- and 7th-grade science textbooks that are consistent with the learning goals of the curriculum but that a significant amount of sustainability content is missing. For this reason, the curriculum reform currently underway in Slovenia should more clearly include the implementation and thoroughly consider the integration of science-oriented sustainable development goals into the science curriculum in Grades 6 and 7.

Analisis Pendidikan Karakter Pada Buku Teks Sejarah Kelas XI Kurikulum Merdeka

This study is based on the discourse that Indonesia will experience a golden age in 2045 so it is necessary to prepare quality human resources so that it can provide positive things in accordance with what is expected. The education unit is the main gate of success. Not only creating quality human resources but education needs to shape character in accordance with national values to face challenges in the future. Based on this analysis, this study aims to describe the character education contained in the history textbook for class XI of the Merdeka Curriculum provided by the government as a learning facility. This study was conducted using content analysis with the history textbook grade XI Merdeka Curriculum as the subject and character education as the object. The existing data is then analyzed in a qualitative way by reducing data, presenting and drawing conclusions. From the study that has been carried out, a connecting line can be drawn that in the history textbook for class XI of the Merdeka Curriculum, which consists of four chapters starting from the colonialism period to the proclamation, there is character education in accordance with the indicators that have been formulated, which include spiritual, nationalist, independent, shoulder to shoulder, and integrity.

Moral Values Representation through Speech Acts in Indonesian EFL Textbooks: A Critical Discourse Analysis

Abstract: In the last ten years, studies of the representation of moral values in English textbooks have been growing. However, little empirical evidence reveals the use of speech acts to represent moral values through utterances. This study aims to investigate the representation of moral values depicted through utterances in English textbooks for elementary school grades 2 and 5 in Indonesia. By adopting a socio-cognitive critical discourse analysis (Van Dijk, 2015) framework integrated with Searle’s (1969) speech acts, this qualitative study elucidates the representation of moral values only in the verbal text. The data were analyzed by applying several steps, including unitizing, sampling, recording/coding, reducing, inferring, and narrating. The findings of this study showed that curiosity, honesty, and friendliness are the most dominant moral values depicted in two English textbooks for elementary schools in Indonesia. Dialogue/conversation, chapter cover, and instruction for students’ activity are the strategies to promote moral values in the textbooks. This study implies that teachers and textbook writers should provide students with more examples of moral values, particularly those related to daily life communication.

Investigation into the Vocabulary and their Origin of the Poems in the 3rd Grade Turkish Textbooks and Workbooks

A good Turkish education is necessary in order to raise generations who can use their language correctly and effectively. This education is usually given from the Turkish textbooks of the Ministry of National Education, which are used in schools and considered as the primary source. However, the adequacy and comprehensiveness of the number of Turkish words in the textbooks is a controversial issue. In this study, it is aimed to determine the number of letters, syllables, words and different words in the poems calibrated in Turkish 3rd Grade Textbooks and workbooks by Private Publication (PP) and the Turkish 3rd Grade textbooks and workbooks prepared by Ministry of National Education Publications (MoNE) via using the document review method, which is one of the qualitative research methods, and to find the origins of the words in the poems. According to the findings obtained in the study, there are total of 719 words, 606 different words, 1770 syllables and 4278 letters in total in 13 poems in PP Turkish 3 coursebooks. 78.84% of these words are Turkish, 21.16% of which are words of foreign origin. There are 789 words, 649 different words, 1876 syllables and 4551 letters in total in 14 poems in MoNE1 Turkish 3 coursebooks. It is seen that 71.82% of these words are Turkish and 28.18% are foreign words. There are 281 words, 231 different words, 684 syllables and 1662 letters in total in 7 poems in MoNE2 Turkish 3 workbooks. It is seen that 78.76% of these words are Turkish and 21.24% are foreign words. It is assumed that the results of the research will give ideas to review the textbooks and to develop different techniques in vocabulary teaching.

A Content Analysis of Speaking Materials in English Textbook “My Next Words” used by Fifth Grade Elementary School

The aim of this study is to find out the quality of the materials in the English textbook for the fifth grade of primary school. The analysis of speaking sections from the elementary school English textbook is the main goal of this study. It was a descriptive research study that used quantitative data from textbook assessment scores that were gathered using a textbook evaluation sheet. The sheet's framework was created using theories by Bao (2013) about the constituting aspects of a good textbook and learning resource selection. The research revealed that the textbook's speaking material was sufficient. This indicates that the textbook's speaking materials fall short of the requirements outlined in the framework. Based on the research findings, the researcher proposed that the textbook's speaking materials should be enhanced. As a result, the textbook's content should be taken into consideration by both ELT teachers and textbook authors in light of Dat Bao's framework for the improvement of the materials

Teachers’ and students’ perception of effectiveness of english textbook grade VIII in Public Schools in Pakistan in digital era

English language is one of the mostly used languages across the world for communication as well as academic purpose. English subject is taught as compulsory from primary to bachelor level in Pakistan. Textbook is used as a teaching and learning resource for teaching English. Evaluation of textbooks remains a pertinent task in curriculum studies. The present study was aimed at evaluating the grade VIII English textbook used in public sector schools of Punjab (Pakistan). A mixed methods approach was used to seek perceptions of 24 teachers and 240 students about the textbook on specifically designed instruments of interview and close-ended questionnaires, respectively. Thematic analysis for interviews and descriptive analysis for questionnaire were carried out on the data. Keys findings included positive remarks on some of the aspects of the textbooks and few suggestions on improving the textbook on a few aspects regarding making the content interesting through including topics consisting of daily use and creative activities. Study presents results and recommendations for policy makers to incorporate in revised versions of the textbook.

Navigating through ocean literacy gaps: an analysis of elementary school textbooks in Croatian education

Ocean literacy (OL), defined as understanding the ocean’s influence on us and our influence on the ocean, is crucial for protecting marine ecosystems and resources. This study analysed the integration of ocean literacy principles (OLP) and concepts in Croatian elementary education. The content of textbooks for grades 1-8 across subjects like Nature, Biology, Geography, Chemistry, and Physics was examined. In total, 7,520 pages across 55 textbooks were analysed. The results revealed that, although all seven OLPs were present, numerous concepts were absent or only partially addressed. Discrepancies with the recommended Ocean Literacy Scope and Sequence were identified, particularly in lower grades. The findings highlight gaps in incorporating ocean sciences topics into formal education. Enhanced inclusion of OL principles and concepts across subjects and grades would provide students with comprehensive knowledge about the ocean, empowering future generations to make informed decisions and take responsible actions regarding ocean sustainability and conservation. The findings highlight the necessity for collaboration among ocean scientists, educational specialists, and policymakers to incorporate OL into curricula and textbooks, thereby enhancing students’ understanding of ocean sciences.

An Investigation into the Assessment of Critical Thinking Skills in Physics Textbooks for Grade X Semester II at Senior High Schools

In the context of the revised 2013 curriculum, critical thinking skills have become essential for students in the 21st century. A survey conducted across public high schools in Padang revealed that various sources authored and published physics textbooks used by these schools. However, it remains unclear whether these printed books incorporate indicators of critical thinking skills. Consequently, researchers analyzed the Higher Order Thinking Skills (HOTS) component, explicitly focusing on critical thinking, in physics textbooks used in high schools. This descriptive study employed a mixed-methods approach, combining quantitative and qualitative analysis. The study population consisted of all Grade X Semester II physics textbooks across 16 public high schools in Padang. The sample comprised widely used printed books from three publishers: Intan Pariwara's 2016 physics textbook, Erlangga's 2016 publication, and Tiga Serangkai's 2016 printed book. Research data were collected using an analysis instrument for HOTS indicators in Grade X Semester II physics textbooks. Findings indicate that the ER book exhibited the highest availability of critical thinking skills indicators within the "quite facilitating" category, while the TS book displayed the lowest availability. The sub-indicator of critical thinking often found in textbooks is the sub-indicator of concluding in IP books, with a percentage of 90%. Meanwhile, the lowest percentage, 0%, is in the deductive and inductive sub-indicators in the TS book. Consequently, it can be concluded that the availability of critical thinking skills indicators in the commonly used printed books in Padang's public high schools is not easy. It is hoped that this research will assist teachers in selecting appropriate learning resources (printed books), particularly in physics, to enhance students' critical thinking skills at the high school level in the 21st century.

The common curricular base and the systematic gap: an evaluation of the contents of the 6th grade mathematics textbooks of the public schools of Santarém-PA, Brazil

The implementation of the National Common Curriculum Base (NCCB) had a significant impact on the content and pedagogy of mathematics textbooks in primary and secondary schools. These skills and competencies emerge vertically as goals in a content proposal common to all Brazilian schools. Specifically, in the teaching of mathematics, the lack of a referent that incorporates a priori forms (mathematical symbols) transforms the act of teaching-learning into a dynamic of transmission of systematically empty contents, devoid of real and applicable meaning. This absence of real-world, culturally relevant examples in textbooks affects students' learning experiences. Therefore, this study analyzes two mathematics textbooks for the 6th grade of primary school and assesses their alignment with the new NCCB guidelines. We chose the Fraction and Numerical Expression content for comparison. We cut out and describe the relationship between the skills and competencies of the new NCCB and the exercise proposals of each book from the perspective of the contents. The analysis reveals a dissociation between content and reality in the book Taláris (mathematics for primary school – last years) promoted by a systematic void derived from the absence of examples that relate to real-life situations. Finally, it is pointed out that the responsibility of adapting the contents to the multiple realities and demystifying the values lies with the teachers. This highlights the need for teacher training and qualification in the face of new challenges in schools in Santarém – PA, Brazil.

The English Language Curriculum at Palestine’s Schools: An Analysis of the Sixth Grade English Curriculum and the Inclusion of a Cultural Spot

This paper surveys the development of the Palestinian educational system in general and the English general and the English curriculum in specific. That is, it illustrates the developmental stages of the educational system across various periods of time and the Palestinian curriculum guidelines together with the achievements. It also addresses the English curriculum of the sixth grade, and analyzes Unit 7 of the 6th Grade textbook. Consequently, some modifications were suggested regarding various skills, and the need of including cultural spots in each unit was highlighted. The researcher suggested some ideas related to the use of role-cards in teaching speaking and cultural spots to teacher reading. For speaking, the researcher planned some role cards, in which each student has a role to play, i.e offering help for the grandparents in collecting olives. For reading, a cultural paragraph about the plant of mango in India was suggested. These sample activities make connections with students experience and the culture of others.

The Application and Analysis of Context-Based Teaching Model in Chinese Reading Teaching of Junior Middle School—Taking <i>The Opera Performance in the Village </i>in the Textbook for Grade 8 as an Example

The Application and Analysis of Context-Based Teaching Model in Chinese Reading Teaching of Junior Middle School—Taking <i>The Opera Performance in the Village </i>in the Textbook for Grade 8 as an Example

METODOLOŠKE IMPLIKACIJE ANALIZE POTENCIJALA KOLOKACIJE I KONKORDANCE REČI U TIPIČNOM UDžBENIČKOM DISKURSU

In this paper, we deal with the analysis of textbook discourse and observe the potential of collocation and concordance of content and functional words. This analysis, on the one hand, shows how textbooks from different subjects differ from each other, and on the other hand, questions arise as to how much these are indicators of the content, school subjects, and the author’s solutions when writing the textbooks. The subsystem seen in typical segments of definitional/paradefinitional language in textbook discourse represents a special kind of functional scientific style/register. Given that the analyzed corpus includes textbooks of lower grades of elementary school, it is observed that, within such a limited subsystem of textbook discourse, there are different degrees of complexity of the material that must be conveyed for students from the first to the fourth grade of elementary school. We conclude that more detailed analyses of the collocation patterns of the dominant lexemes must be performed if the functional style/register is to be correctly described concerning the specific features of the authentic textual source.

The availability of concepts and applications of artificial intelligence in the content of the chemistry textbook for the fourth scientific grade

The availability of concepts and applications of artificial intelligence in the content of the chemistry textbook for the fourth scientific grade

Gender Representation in Indonesian Language Textbooks: Critical Discourse Analysis

This study aims to analyze the elements of discourse analysis regarding gender in the Indonesian Textbook. The data used in this study were texts in integrated thematic Indonesian textbooks for grade 2 elementary school. Gender representations based on micro and macrostructures of language analysis in Indonesian textbooks as the research problems of this analysis. This research uses data analysis methods with field methods with observations and interviews. The theory used in this study is the theory of discourse analysis by Dijk (1993). The results of this study indicated that there are discourse elements that show gender in texts such as microstructure and macrostructure. In the microstructure, grammatical elements are found which include references, omissions, and conjunctions. The macro elements found in integrated thematic textbooks for elementary school Indonesian are context, inference, and character values. Character values are implicitly described in the characters in the text. The micro and macrostructure in the data show the dominance of the female gender.